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Teaching Through Crisis: ELT Educators’ Resilience After the February 6, 2023 Earthquakes

Yıl 2025, Cilt: 9 Sayı: 20, 114 - 123, 30.04.2025

Nazlı Aykut

https://doi.org/10.57135/jier.1654953

Öz

The purpose of the present study is to examine the professional resilience of instructors working at Mustafa Kemal University in Hatay, the city most devastated by the February 6, 2023 Earthquakes in Türkiye, which are described as the Disaster of the Century, and contributes to the discussions on teacher resilience in higher education institutions by understanding how instructors continue their professions in such a crisis situation. The study was designed as a qualitative study. The sample of the study was six lecturers and this sample was selected using the convenience sampling method. Semi-structured interviews were used as data collection tools and the data were analysed using thematic analysis method. As a result of the study, instructors experienced psychological, emotional, physical, housing problems and lack of hardware during the post-disaster teaching period, but despite these difficulties, they developed teaching resilience.

Anahtar Kelimeler

Teacher resilience professional resilience artificial intelligence earthquake

Kaynakça

  • Bayar, A., Çalışkan, G., ve Bayar, A. (2024). Deprem afeti sonrasında okullarda karşılaşılan sorunlar ve çözüm yolları. Sinop Üniversitesi Eğitim Fakültesi Dergisi, 1 (1), 84- 100.
  • Beltman, S. (2021). Understanding and examining teacher resilience from multiple perspectives. In C. F. Mansfield (Ed.), Cultivating teacher resilience: International approaches, applications and impact (pp. 11-26). Singapore: Springer.
  • Beltman, S., Mansfield, C. F., Wosnitza, M., Weatherby-Fell, N., & Broadley, T. (2018). Using online modules to build capacity for teacher resilience. In M. Wosnitza, F. Peixoto, S. Beltman, & C. F. Mansfield (Eds.), Resilience in education: Concepts, contexts and connections (pp. 237-253). Singapore: Springer.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. Retrieved from https://doi.org/10.1191/1478088706qp063oa
  • Chen, J. (2024). Reimaging teacher resilience for flourishing. Asia-Pacific Education Researcher, 33, 1363–1372. https://doi.org/10.1007/s40299-023-00810-5
  • Edmeade, J., & Buzinde, C. N. (2021). Educators' personal resilience in the context of disasters triggered by natural hazards: The case of the United States Virgin Islands (USVI). International Journal of Disaster Risk Reduction, 66, 102571. https://doi.org/10.1016/j.ijdrr.2021.102571
  • Edwards, D. J., Ngcobo, H. S. B., & Edwards, S. D. (2014). Resilience and coping experiences among master's professional psychology students in South Africa. Journal of Psychology in Africa, 24(2), 173-178. https://doi.org/10.1080/14330237.2014.903065
  • Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22-44.
  • Hascher, T., Beltman, S., & Mansfield, C. (2021). Teacher wellbeing and resilience: Towards an integrative model. Educational Research, 63(4), 416-439. https://doi.org/10.1080/00131881.2021.1980416
  • Kangas-Dick, K., & O’Shaughnessy, E. (2020). Interventions that promote resilience among teachers: A systematic review of the literature. International Journal of School & Educational Psychology, 8, 131–146. https://doi.org/10.1080/21683603.2020.1734125
  • Liu, S., & Onwuegbuzie, J. A. (2012). Chinese teachers’ work stress and their turnover intention. International Journal of Educational Research, 53, 160-170.
  • López-Angulo, Y., Mella-Norambuena, J., Sáez-Delgado, F., Peñuelas, S. A. P., & González, O. U. R. (2022). Association between teachers’ resilience and emotional intelligence during the COVID-19 outbreak. Revista Latinoamericana de Psicología, 54, 51–59. https://doi.org/10.14349/rlp.2022.v54.6
  • Luthans, F., Vogelgesang, G. R., & Lester, P. B. (2006). Developing the psychological capital of resiliency. Human Resource Development Review, 5(1), 25-44.
  • Luthar, S. S. (2005). Resilience in development: A synthesis of research across five decades. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology: Risk, disorder, and adaptation (2nd ed., Vol. 3). New York, NY: Wiley.
  • Luthar, S. S., & Brown, P. J. (2007). Maximizing resilience through diverse levels of inquiry: Prevailing paradigms, possibilities, and priorities for the future. Development and Psychopathology, 19(3), 931-955.
  • Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidence-informed framework. Teaching and Teacher Education, 54, 77-87. https://doi.org/10.1016/j.tate.2015.11.016
  • Masten, A. S. (2014). Ordinary magic: Resilience in development. New York, NY: Guilford Press.
  • Masten, A. S., & Barnes, A. J. (2018). Resilience in children: Developmental perspectives. Children (Basel), 5(7), 98-113.
  • Mullen, C. A., Shields, L. B., & Tienken, C. H. (2021). Developing teacher resilience and resilient school cultures. AASA Journal of Scholarship and Practice, 18(1), 1-11.
  • Öztürk, M. K. (2013). Sınıf öğretmeni adaylarının deprem deneyimleri üzerine bir araştırma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(1), 308-319.
  • Pacheco, E. M., Parrott, E., Oktari, R. S., & Joffe, H. (2022). How schools can aid children's resilience in disaster settings: The contribution of place attachment, sense of place and social representations theories. Frontiers in Psychology, 13, 1004022. https://doi.org/10.3389/fpsyg.2022.1004022
  • Rahi, S. (2017). Research design and methods: A systematic review of research paradigms, sampling issues, and instruments development. International Journal of Economics & Management Sciences, 6(2), 1-5. https://doi.org/10.4172/2162-6359.1000403
  • Salhab, R., & Daher, W. (2023). The impact of mobile learning on students’ attitudes towards learning in an educational technology course. Multimodal Technologies and Interaction, 7(7), 74.
  • Sarıgöz, O. (2024). Büyük afetlerden depremlerin eğitim-öğretime olan etkilerinin incelenmesi. Proceedings of the International Euroasia Congress on Scientific Researches and Recent Trends (12th ed.).
  • Turhaner, K., & Polat, M. (2024). Öğretmen ve okul yöneticilerinin deprem stresi ile baş etme stratejileri ve deprem risk algıları arasındaki ilişki. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 24(4), 2283-2306. https://dx.doi.org/10.17240/aibuefd.2024..-1435757
  • Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
  • Weston, K. J., & Parkin, J. R. (2010). Resilience. In C. S. Clauss-Ehlers (Ed.), Encyclopedia of cross-cultural school psychology (pp. 808-815). New York, NY: Springer Science+Business Media LLC.
  • Woolner, P., Hall, E., Higgins, S., McCaughey, C., & Wall, K. (2007). A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future. Oxford Review of Education, 33(1), 47-70.

Kriz Sırasında Öğretim: Depremden Sonra ELT Öğretmenlerinin Dayanıklılığı

Yıl 2025, Cilt: 9 Sayı: 20, 114 - 123, 30.04.2025

Nazlı Aykut

https://doi.org/10.57135/jier.1654953

Öz

Çalışmanın amacı, Yüzyılın Felaketi olarak nitelendirilen 6 Şubat 2023 depremlerinde en çok zarar gören şehir olan Hatay’daki Mustafa Kemal Üniversitesi’nde görev yapan öğretim elemanlarının mesleki dayanıklılıklarını incelemek ve böyle bir kriz durumunda öğretim elemanlarının mesleklerini nasıl sürdürdüklerini anlayarak yükseköğretim kurumlarında öğretmen dayanıklılığı konusundaki tartışmalara katkıda bulunmaktır. Çalışma nitel bir çalışma olarak tasarlanmıştır. Çalışmanın örneklemini altı öğretim elemanı oluşturmuş olup bu örneklem kolayda örnekleme yöntemi kullanılarak seçilmiştir. Veri toplama aracı olarak yarı yapılandırılmış görüşmeler kullanılmış ve veriler tematik analiz yöntemi kullanılarak analiz edilmiştir. Çalışma sonucunda öğretim elemanlarının afet sonrası öğretim sürecinde psikolojik, duygusal, fiziksel, barınma sorunları ve donanım eksikliği yaşadıkları, ancak bu zorluklara rağmen öğretim dayanıklılığı geliştirdikleri görülmüştür.

Anahtar Kelimeler

Öğretmen dayanıklılığı mesleki dayanıklılık yapay zeka deprem

Kaynakça

  • Bayar, A., Çalışkan, G., ve Bayar, A. (2024). Deprem afeti sonrasında okullarda karşılaşılan sorunlar ve çözüm yolları. Sinop Üniversitesi Eğitim Fakültesi Dergisi, 1 (1), 84- 100.
  • Beltman, S. (2021). Understanding and examining teacher resilience from multiple perspectives. In C. F. Mansfield (Ed.), Cultivating teacher resilience: International approaches, applications and impact (pp. 11-26). Singapore: Springer.
  • Beltman, S., Mansfield, C. F., Wosnitza, M., Weatherby-Fell, N., & Broadley, T. (2018). Using online modules to build capacity for teacher resilience. In M. Wosnitza, F. Peixoto, S. Beltman, & C. F. Mansfield (Eds.), Resilience in education: Concepts, contexts and connections (pp. 237-253). Singapore: Springer.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. Retrieved from https://doi.org/10.1191/1478088706qp063oa
  • Chen, J. (2024). Reimaging teacher resilience for flourishing. Asia-Pacific Education Researcher, 33, 1363–1372. https://doi.org/10.1007/s40299-023-00810-5
  • Edmeade, J., & Buzinde, C. N. (2021). Educators' personal resilience in the context of disasters triggered by natural hazards: The case of the United States Virgin Islands (USVI). International Journal of Disaster Risk Reduction, 66, 102571. https://doi.org/10.1016/j.ijdrr.2021.102571
  • Edwards, D. J., Ngcobo, H. S. B., & Edwards, S. D. (2014). Resilience and coping experiences among master's professional psychology students in South Africa. Journal of Psychology in Africa, 24(2), 173-178. https://doi.org/10.1080/14330237.2014.903065
  • Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22-44.
  • Hascher, T., Beltman, S., & Mansfield, C. (2021). Teacher wellbeing and resilience: Towards an integrative model. Educational Research, 63(4), 416-439. https://doi.org/10.1080/00131881.2021.1980416
  • Kangas-Dick, K., & O’Shaughnessy, E. (2020). Interventions that promote resilience among teachers: A systematic review of the literature. International Journal of School & Educational Psychology, 8, 131–146. https://doi.org/10.1080/21683603.2020.1734125
  • Liu, S., & Onwuegbuzie, J. A. (2012). Chinese teachers’ work stress and their turnover intention. International Journal of Educational Research, 53, 160-170.
  • López-Angulo, Y., Mella-Norambuena, J., Sáez-Delgado, F., Peñuelas, S. A. P., & González, O. U. R. (2022). Association between teachers’ resilience and emotional intelligence during the COVID-19 outbreak. Revista Latinoamericana de Psicología, 54, 51–59. https://doi.org/10.14349/rlp.2022.v54.6
  • Luthans, F., Vogelgesang, G. R., & Lester, P. B. (2006). Developing the psychological capital of resiliency. Human Resource Development Review, 5(1), 25-44.
  • Luthar, S. S. (2005). Resilience in development: A synthesis of research across five decades. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology: Risk, disorder, and adaptation (2nd ed., Vol. 3). New York, NY: Wiley.
  • Luthar, S. S., & Brown, P. J. (2007). Maximizing resilience through diverse levels of inquiry: Prevailing paradigms, possibilities, and priorities for the future. Development and Psychopathology, 19(3), 931-955.
  • Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidence-informed framework. Teaching and Teacher Education, 54, 77-87. https://doi.org/10.1016/j.tate.2015.11.016
  • Masten, A. S. (2014). Ordinary magic: Resilience in development. New York, NY: Guilford Press.
  • Masten, A. S., & Barnes, A. J. (2018). Resilience in children: Developmental perspectives. Children (Basel), 5(7), 98-113.
  • Mullen, C. A., Shields, L. B., & Tienken, C. H. (2021). Developing teacher resilience and resilient school cultures. AASA Journal of Scholarship and Practice, 18(1), 1-11.
  • Öztürk, M. K. (2013). Sınıf öğretmeni adaylarının deprem deneyimleri üzerine bir araştırma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(1), 308-319.
  • Pacheco, E. M., Parrott, E., Oktari, R. S., & Joffe, H. (2022). How schools can aid children's resilience in disaster settings: The contribution of place attachment, sense of place and social representations theories. Frontiers in Psychology, 13, 1004022. https://doi.org/10.3389/fpsyg.2022.1004022
  • Rahi, S. (2017). Research design and methods: A systematic review of research paradigms, sampling issues, and instruments development. International Journal of Economics & Management Sciences, 6(2), 1-5. https://doi.org/10.4172/2162-6359.1000403
  • Salhab, R., & Daher, W. (2023). The impact of mobile learning on students’ attitudes towards learning in an educational technology course. Multimodal Technologies and Interaction, 7(7), 74.
  • Sarıgöz, O. (2024). Büyük afetlerden depremlerin eğitim-öğretime olan etkilerinin incelenmesi. Proceedings of the International Euroasia Congress on Scientific Researches and Recent Trends (12th ed.).
  • Turhaner, K., & Polat, M. (2024). Öğretmen ve okul yöneticilerinin deprem stresi ile baş etme stratejileri ve deprem risk algıları arasındaki ilişki. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 24(4), 2283-2306. https://dx.doi.org/10.17240/aibuefd.2024..-1435757
  • Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
  • Weston, K. J., & Parkin, J. R. (2010). Resilience. In C. S. Clauss-Ehlers (Ed.), Encyclopedia of cross-cultural school psychology (pp. 808-815). New York, NY: Springer Science+Business Media LLC.
  • Woolner, P., Hall, E., Higgins, S., McCaughey, C., & Wall, K. (2007). A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future. Oxford Review of Education, 33(1), 47-70.
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitimin Psikolojik Temelleri
Bölüm Eğitim Bilimleri
Yazarlar

Nazlı Aykut 0000-0001-5679-1356

Yayımlanma Tarihi 30 Nisan 2025
Gönderilme Tarihi 10 Mart 2025
Kabul Tarihi 14 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 9 Sayı: 20

Kaynak Göster

APA Aykut, N. (2025). Teaching Through Crisis: ELT Educators’ Resilience After the February 6, 2023 Earthquakes. Disiplinlerarası Eğitim Araştırmaları Dergisi, 9(20), 114-123. https://doi.org/10.57135/jier.1654953
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